Nell K. Duke
@nellkduke
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Building equity within literacy education. E.D., Center for Early Literacy Success, @stand4children . Professor, @UMich . For direct queries, please email. AOMO
Ann Arbor, MI, usually. . .
Joined August 2014
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Pinned Tweet
Put together a new website, finally. Hoping it will be easier to navigate and more useful. I posted links to the two videos I have shot so far about early literacy instruction at a distance, along with a bunch of other mostly free resources.🤞it's helpful.
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Study of 3 teachers in low-achieving schools whose students scored above state avg: "The findings revealed that participating teachers believed that all students could and would learn, and that student learning was a direct reflection of their teaching."
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Anyone who tells you they have "the" answer/key/cure/solution/secret to all students reading at grade level doesn't.
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To summarize some of the vast research on reading instruction & intervention, the brilliant
@burnsmk1
thought of meta-analyzing studies from meta-analyses. Effects sizes below. W/
@KellyBCartwrig1
, in special issue edited by
@kymyona_burk
&
@janhasbrouck
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I spent part of the weekend reading studies on the impact of mood on reading comprehension. When a positive mood is induced, comprehension processes and performance are better than when a neutral or negative mood is induced. Interesting to think about classroom implications.
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New article published. Please read with an open mind🙂
_The Science of Reading Progresses: Communicating Advances Beyond the Simple View of Reading_
by me &
@KellyBCartwrig1
#scienceofreading
@ScienceofRead
At (free):
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I saw this sticker in a store today and just had to have it 😂.
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🎗️There should be no high-frequency word (aka "sight word," although that's a misnomer) instruction in preschool. Much better to spend that time on phonemic awareness & alphabet instruction.
🎗️When high-frequency word instruction does occur, it's imp. to engage children in . . .
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PSA: A text is not inherently "decodable." Decodability is a property of the text ⭐️in relation to the reader⭐️. So, e.g., for a child who has learned the alphabet, sh, and "for," the page below is 100% decodable, but for a child who has only learned the alphabet, it's only 40%.
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Teacher Hierarchy of Needs graphic from
@UMichEducation
Center for Education Design, Evaluation, & Research ()
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Slide from Peter Johnston. He said with effect sizes this high, he can't understand why these factors don't get more attention. Me neither.
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Yet another study on the value of recess: "Children in grades 3–5 were tested before and after recess on cognitive measures of sustained attention and creativity. We found an increase in children’s sustained attention after recess."
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I made this ~one hour video about how to provide small group literacy instruction for young children using a videoconferencing platform (
@zoom_us
). With help from four gr8 coaches, I walk through a phonics lesson and a content knowledge + infotext lesson.
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Sending gratitude to all the teachers working so hard to try to find ways to reach children in these difficult circumstances. May the force be with you.
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Repeated reading is not the only option for building fluency. Reading lots of texts only once, often w/ an adult or peer listening, correcting, defining words, &/or asking comprehension ?s, also has pos effects on fluency & comprehension in a # of studies.
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📊Research has found that classrooms differ a great deal in quality of discussions--and those differences impact comprehension development. Please see below for examples of differences. For a self-assessment and guide to quality talk about text, see
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In "Reading By Third Grade: How Policymakers Can Foster Early Literacy," I argue that ". . . teaching reading to a class of first graders is akin in complexity to being an
emergency room physician. . ." In
@NASBE
's State Education Standard
#NASBEStandard
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Playing Wordle or thinking about taking it up?
I wrote a blog post about reminders Wordle offers about effective phonics and spelling instruction. 🤓🔡
~5-minute read
@ASCD
@ReadingForum_Ed
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Systematic review & meta-analysis: readers' theater showed effects on fluency (accuracy, automaticity, and prosody) and on comprehension. Appreciate that readers' theater can act as a pedagogical bridge between word reading & comprehension. 🌉💗
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Please indulge me a little as a proud professor 'mama.' Former doctoral student, Julia Lindsey, has the
#1
book in Education on Amazon.
#1
! Congratulations, Julia!
@JuliaBLindsey
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What if . . . children entering K could write their names, say the name & sound for most alphabet letters, segment the 1st sound in a word, retell a book read to them, communicate w/ strong vocabulary & world knowledge. . . We CAN do this! Please join us:
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What have decades of research told us about the nature of comprehension & how to develop students’ comprehension in schools?
🧵The Science of Reading Comprehension Instruction,
an article for practitioners, by me,
@wardalessandrae
, &
@PDavidPearson
free@
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In this piece, The Science of Reading Comprehension Instruction, we walk through comprehension of a specific third-grade reading test passage about woodchucks. Here were some points we made in the process:
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Again,
@FountasPinnell
are clear that they do not intend for children to know 'their levels,' let alone to see their purpose in reading as to climb the 'level ladder.' If you doubt this, please see this blog post (and there's an EdWeek webinar today):
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I've posted a video about how to engage young children in word work at a distance. I focus on phonological awareness, phonics, interactive writing, & vocabulary instruction. The video includes slides and demos, including with children. It's ~40 mins long.
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Children's brain activity looks different whether they are reading narrative or informational text--no surprise that classroom research suggests our instruction for these genres should be different too (e.g., purposes established for reading, text structures taught, ?s asked...)
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Literacy educators: Please join me in speaking up for more time for elementary social studies & science—and acknowledging that content-rich ELA curricula are no substitute! The
@CCSSO
Social Studies Collaborative invited me to make this ~30-minute video.
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I saw this on a bathroom stall door today and appreciated it.
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Much of the ed. value of read alouds lies in the interactivity. Here's a video demonstrating an asynchronous/recorded read aloud that encourages interactivity. Probably not as good as synchronous IRAs, but likely better than just reading straight through.
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Throughout the quarantine, I've been playing an anonymous "book fairy." Every few nights, I leave books by the front door of a home where a 2nd grader lives. This is one of my favorite drop offs. I tied old plastic snakes to the book using a ribbon that looks a bit like a snake.
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What fosters reading comprehension growth? Knowledge building? Yes. Strategy instruction? Yes. Foundational skills development? Yes. Text structure instruction? Yes. Quality discussion of text? ALSO YES! To learn about research-supported approaches . . .
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Thought this would be a good time to share one of the funniest things I've seen this semester. Thanks again to little J.R.—loves how he thinks!
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There Are Four Foundational Reading Skills. Why Do We Only Talk About Phonics? via
@educationweek
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Should primary-grade teachers teach the same children across all subjects or should they specialize in particular subjects (aka platooning)? From this new study, it looks like teach the same children across all subjects.
#specializeinyourstudents
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I am *begging* anyone involved in early literacy education to read this blog post.
Do you include letters in phonemic awareness training? Reciprocity in learning to read
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Supporting spelling development in first and second graders: Researchers compared retrieval practice (children testing themselves and then checking their responses against the conventional spellings) with rainbow writing.
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I'm collecting jokes about English orthography for my preservice teachers. I thought it would be cool for them to see that they understand some jokes they wouldn't have understood a couple of months ago. For better or worse, here are a couple I've written 😊. Can you help?
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We can't achieve equity in society if we don't achieve equity in literacy.
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Ouellette and Fraser (2009): Children learned to recognize words they've never seen or heard before better if the words were taught with semantic information (definitions and pictures).
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Free books that were written with attention to decodability *and* to other factors that research suggests support the development of young readers. Thank you to
@JuliaBLindsey
in collaboration with
@BostonSchools
#soproudofmyadvisee
!
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Please consider taking the time to read this really, really valuable post from
@ReadingShanahan
What do you think of "phonics first" or "phonics only" approaches to beginning reading?
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Revisiting a😍study: ". . . at-risk children . . . can achieve gains in comprehension, including the ability to transfer what they have learned to novel texts, when they are given highly structured & explicit instruction that focuses on text structure."
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The Knee on the Neck of Children and Youth of Color in Schools
A one-page commentary that
@ernestmorrell
and I have written.
Please consider reading and sharing.
Available here:
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“That’s how we’re going to win. Not fighting what we hate. Saving what we love.” Rose to Finn, Star Wars: The Last Jedi
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Looking to Research for Literacy Success:
Ten Ways Educators Can Bring Knowledge-Building into their Classrooms
Two posts are out. Two more coming soon!
Post 1 (overview):
Post 2:
@ASCD
@ClassroomWonder
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Quality Tier I Literacy Instruction in the Primary Grades
Free Webinar
Wednesday, May 19th, 5pm Eastern
". . . We cannot fully compensate for poor-quality Tier I instruction through Tier II and Tier III intervention. . ."
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Convinced that building knowledge is a key to long-term literacy success but not sure how that translates into everyday classroom practice? ✅out this post w/ 10 key practices from our
#KnowledgeMatters
Scientific Advisory Committee
@ASCD
@ClassroomWonder
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In this article, you'll find:
4⃣ways to build vocabulary
3⃣ways to build knowledge through language
2⃣ specific approaches to classroom discussion that can build knowledge
1⃣great argument for building knowledge from birth
@ClassroomWonder
@ascd
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America's children deserve education leaders, conservative or liberal, with a deep grasp of a broad range of ed policy issues and research.
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Meta-analysis: 141 est. effects of efforts to improve low-performing schools post NCLB. ELA harder to move than math. Teachers (no surprise!) & extended lrng time had biggest impact. (Coaching, which other studies suggests is➕, not incl.) Schueler et al.
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Teaching literacy without teaching science, social studies, & the arts is like teaching cooking without ingredients.
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For awhile now, I've been presenting a variation on the Jerry Maguire movie line "Show me the money!"—"Show me the studies!" Today at
@MASB
@WashISD
presented me with a "Show me the studies!" t-shirt. Love it! Thanks so much!
@menzels
@EdInnovates
and Trustees!
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Students with stronger Spanish language proficiency at K entry were more likely to develop stronger English proficiency and to meet grade level expectations in ELA and math in grades 4 or 5. Strong HOME language proficiency is valuable in many ways.
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Please consider joining me as a Teacher Salary Champion!
Let's give teachers the respect they deserve by joining the movement for professional
#teacher
pay.
@teachersalary
(The E.R. physician comparison is here: .)
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Preschool educators: Dr. Heidi Anne Mesmer from Virginia Tech has shared a video demonstrating how to do shared reading with print referencing at a distance/remotely. Posted (with permission) on my YouTube Channel: Thank you,
@haemesmer
!
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It can really challenge children to comprehend cataphoric & anaphoric references. Notice here how "it" has multiple referents even w/in a single sentence. Fortunately, we can use content-rich texts, explicit instruction, & discussion to help children learn to process these these.
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😟Feeling compelled to remind us all of this 2020 systematic lit review & meta-analysis of research on children’s screen use & language development. Pls see below. (There’s also the issue of adults being on screens, which I’ll tackle in a future post. . .)
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Tweet 1 of 4
Here are four pieces I've written or co-written in the last year:
(1) Phonics Faux Pas: Avoiding Instructional Missteps in Teaching Letter-Sound Relationships
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Do all of your students start the school year with the same phonics knowledge and skills? And then progress at the same pace? If yes, this book is NOT for you. If no, here's a book about differentiating phonics instruction and accelerating progress for those who need it.
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An article I hope will help with the complex challenge of prompting young readers in classrooms. Thanks for feedback & support of the piece from Linnea Ehri, Barbara Foorman,
@haemesmer
,
@PDavidPearson
,
@TimRasinski1
,
@ReadingShanahan
, and
@TanyaSWright
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S is for . . . Safeguard Science and Social Studies!🛟One of 10 recommendations from a committee that includes some of the world's most respected experts in literacy education. Start reading here: A series of five posts.
#KnowledgeMatters
@ClassroomWonder
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This coming week, a panel on background knowledge—particularly in social studies—within the science of reading. Hope you can join us!
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Now posted: Video and handout from Quality Tier I Literacy Instruction in the Primary Grades
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♨️Hot off the press: Study of third through fifth graders, controlling for a range of variables (though of course still need to be cautious about inferring causation), from: My summary of some of the findings:
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I learned today that in South Korea, carnations are used to show respect for and celebrate teachers. So for our teachers, especially our colleagues striking for a better education for children, these carnations are for you.
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Synthesis of research finds that teacher study groups (TSGs) are promising for effects on tchr practice & student outcomes. TSGs=regular meetings, inquiry on how instruction affects stdt learning, preplanned scope & sequence, content grounded in research.
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We've developed an informal formative assessment tool: The Listening to Reading—Watching While Writing Protocol. It can be used in face-to-face, physically distant, and remote-teaching contexts.
@wardalessandrae
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Multiple criterion texts are written to attend to decodability AND to other factors research has found to be important for beg. rdrs.
@freddyreads
has made a great, free set of such texts individually downloadable! Working on CVC? Check out Buns and Jam🙂!
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Admittedly, this Tweet is DEEP into word-nerd-dom. But in case you're down there like me, here you are! 😊What's your favorite example of any of these categories? My favorite oronym is Toyota and toy Yoda, the subject of legal dispute:
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Looking to research for literacy success, part 3!
✨Reading aloud w/ instruction & discussion
✨Developing literacy foundational skills
✨Teaching text structure
✨Teaching comprehension strategies
✨Writing in response to reading
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In her self portrait on the first day of kindergarten, this child drew a smile on her face before drawing a mask over it. Thank you to
@ThompsonK102
and all the teachers who are helping children smile in this difficult time.
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I believe this is the last weekend to download this article at no cost. In it, I suggest some prompts for when a child is stuck on a word, some prompts to encourage a child to monitor comprehension, & some prompts to help a child ascertain word meaning.
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Not surprising but nonetheless important study following children K through grade 3: ". . . children who had more years of better classroom quality had higher third grade literacy scores." Kids w/ lower emergent literacy skills at K entry benefitted more.
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Prepping the first video for this fall's online K-2 teacher & coach professional learning experience (excited!), I dug back into a valuable study on how two highly effective primary-grade teachers start the school year as compared to less effective tchrs.
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This year is the 25th anniversary of an innovative study by Dr. Rosalie Fink. It underscores the importance of phonics instruction, of building content area knowledge, and of sparking learners' interests and passions. 💗
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Guess what comes out this week? _No More Culturally Irrelevant Teaching_
By Mariana Souto-Manning, Carmen Lugo Llerena, Jessica Martell, Abigail Salas Maguire, and Alicia Arce-Boardman!
@soutomanning
@KeeneEllin
@KatieWoodRay
@HeinemannPub
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1/2 K - 3: If you agree with the statement below, a next step is to ask yourself: Do we devote a significant amount of time to science & social studies instruction every day (e.g., an average of 45 mins/day EACH & led by Sc & SS, not ELA)?
@ClassroomWonder
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Two studies point to the power of teacher-student relationships to boost learning
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Comprehension Results for children age 1 - 8
* Paper > Digital
* Digital w/ story-congruent enhancements > Paper
* Adult mediation w/ print > Digital with story-congruent enhancements
* Embedded dictionary increased vocab learning but no effect on comp
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This is huge, huge, huge!
BREAKING: 6TH Circuit rules IN FAVOR of
#DetroitStudents
; agrees they "have been denied a basic minimum education, and thus have been deprived of access to literacy." VICTORY for our clients & families across MI!
#RighttoLiteracy
#education
@SidleyLaw
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So excited about
@JuliaBLindsey
's new book!
@haemesmer
said it's "One of the best books I've read on decoding on phonics." Anne Cunningham wrote, "The scholarship is impeccable. . . ."
@selmekki
wrote, "Her book should be required reading in preservice and inservice programs."🥰
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Accelerating Early Literacy Development
This fall I'm hosting online professional learning for teachers and coaches across the U.S. Twelve 90-minute sessions, resources, discussion board. $150/person for the semester to cover U of M costs. Details here:
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Fluency building is best carried out with narrative texts, right? Nope! Appears to be as effective with informational texts or with a mix of both text types.
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Please help spread the word about Teens Need Sleep, an organization founded by a high school student (who happens to be my daughter ☺️) aimed at addressing the sleep deprivation epidemic among teenagers.
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I've been working on morphology jokes😊. The first one I wrote awhile ago. The next three are new. What do you think?
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🙏I'm grateful to have been invited to offer my perspective on some questions going around about early literacy research & practice. In case you're interested, link to podcast here: The pub I ref'd about cueing & prompting is here:
THE LITERACY VIEW w/
@nellkduke
@BoksnerJudy
@faithborkowsky
YouTube:
#theliteracyview
#realteachers
#lettingloose
#nobs
#bsfreezone
#youtube
#podcast
#literacy
#realtalk
#breakingnews
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Super exciting day! It's the nationwide premiere of Molly of Denali, a children's television program, suite of digital games, and other materials we've been working on intensively since 2016. I hope you'll check it out at and your local PBS station.
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Study out of
@UMichEducation
about mentoring student teachers: "In all, the study revealed that exceptional teachers should be mentoring students because doing so can improve their own teaching and help create another generation of effective educators."
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Looking for something for children ages 4 - 8 to do? There are many episodes of Molly of Denali available on YouTube and Molly of Denali video games at .
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In the context of this school year, I appreciate today's statement to families from Superintendent
@JeaniceSwift
: "State assessments are not necessary to achieve fruitful observation of students to support their educational learning and growth."
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A tweet from about a year ago, thought I'd repost . . .
Teaching literacy without teaching science, social studies, & the arts is like teaching cooking without ingredients.
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I'm presenting a webinar—Strategies to Engage Young Learners with Informational Text—on Wednesday, February 26, 2020 @ 4:00 pm - 5:00 pm EST. The focus is Preschool - Grade Two.
Here's a link to register (free from
@pbsteachers
):
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Content Counts and Motivation Matters: Reading Comprehension in Third-Grade Students Who Are English Learners
Paper
@theHJHwang
& I just published in
@AeraOpen
One finding: science domain knowledge even more predictive of RC for stnts who are ELs
@NSTA
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